Fantasy, Reality, Necessity, and the Indispensable School Psychologist.

Autor/inn/en	Alpert, Judith L.; Rigney, Lynn
Titel	Fantasy, Reality, Necessity, and the Indispensable School Psychologist.
Quelle	(1996), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Counselor Teacher Cooperation; Early Intervention; Educational Trends; Elementary Secondary Education; Futures (of Society); Health Promotion; Prevention; Pupil Personnel Services; Pupil Personnel Workers; School Counseling; School Psychologists + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Future; Society; Zukunft; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Prävention; Vorbeugung; School counselling; Pädagogische Beratung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	The school psychologist's indispensable role within a school includes preventive activities that are responsive to the needs of contemporary society as well as the changes in services necessitated by health care and educational reform. While these impending reforms evoke uncertainty, they also lead to opportunity. There is presently an opportunity for psychologists in schools to expand their more traditional and already essential roles of secondary and tertiary prevention and to provide primary prevention in schools. In a futuristic school, theoretically and empirically-based activities would be planned and executed by school psychologists. The activities would emanate from three models of primary prevention: (1) community; (2) environmental; and (3) individual. Community primary prevention occurs in the interactions between school and community whereas environmental primary prevention takes place within the school and involves social system analysis and modification as well as person-environment fit. Individual primary prevention focuses on the fostering of individuals' skill and competence within the classroom. Examples illustrating primary prevention in each of these three areas, focusing on programs involving violence, are presented. (JBJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01